Describe the situation here: At the end of the day you notice that your electrontic balance is missing.
Understanding the Situation
a. What might be some underlying causes of the situation that you need to think about?
Did I misplace my balance? Was my balance borrowed by another teacher? Did a student mistakingly take it? Did a student steal the balance?
b. Are there resources within your school that might be of help? If so who and what questions should you ask them?
No. There are secuirty people, but they won't be able to help.
c. Are there other resources that might be helpful?
There are permanent barcodes that can be installed on electronic equipment that can be tracked by the police.
There are security devices that you can use.
A Solution
As a teacher, you will often try to address problems by preventing them. That said, things happen in classrooms that cannot be anticipated beforehand and you will have to make decisions about how to address the situation.
In this section, be sure to:
a. Decide whether your action is proactive (action aimed at preventing problem) or reactive (action occurs after situation develops).
Reactive
b. Decide what grade level you will "solve" this problem for.
High School
c. Describe what you'll do.
First we would ask other faculty if they had borrowed the balance, and then I would make sure that the balance wasn't put away somewhere in the classroom by a student. We would then ask the students if anyone borrowed the balance. If no one admits to borrowing the balance, we would explain how the balance is an important part of the class, and it might cause the class to not participate in different labs. We would then tell the students that if they find the balance to please return it to our mailbox, no questions asked!
d. Describe how you anticipate your action(s) will affect the situation.
If a student stole the balance then maybe they will return it, or someone that witnessed it being taken will report it to the teacher.
Solution Consequences
Before you act to address a classroom situation, you have to anticipate possible consequences of your actions.
Use this section to spell out some of these effects:
a. How will you action be perceived by your students?
Fair, the teacher is not accusing the students of stealing, and you aren't asking students to betray their friends.
b. How will your action affect the learning climate in your classroom?
It might detract from labs, but it shouldn't have too big of an impact. It might change our attitude towards the students.
c. What might your students learn from your action? (Be sure to note both positive and negative lessons.)
They might learn not to steal, and that their actions affect more than just themselves.
d. How will your students' parents react to their child's account of your action? (Remember that they will put their own "spin" on what you do.) This seems fair, and I don't expect any negative parent reaction because no students were accused of stealing the balance.
e. How will your administrator(s) react to your action?
The administrators might want us to file a police report.
The Situation
Describe the situation here: At the end of the day you notice that your electrontic balance is missing.
Understanding the Situation
a. What might be some underlying causes of the situation that you need to think about?
Did I misplace my balance? Was my balance borrowed by another teacher? Did a student mistakingly take it? Did a student steal the balance?
b. Are there resources within your school that might be of help? If so who and what questions should you ask them?
No. There are secuirty people, but they won't be able to help.
c. Are there other resources that might be helpful?
There are permanent barcodes that can be installed on electronic equipment that can be tracked by the police.
There are security devices that you can use.
A Solution
As a teacher, you will often try to address problems by preventing them. That said, things happen in classrooms that cannot be anticipated beforehand and you will have to make decisions about how to address the situation.
In this section, be sure to:
a. Decide whether your action is proactive (action aimed at preventing problem) or reactive (action occurs after situation develops).
Reactive
b. Decide what grade level you will "solve" this problem for.
High School
c. Describe what you'll do.
First we would ask other faculty if they had borrowed the balance, and then I would make sure that the balance wasn't put away somewhere in the classroom by a student. We would then ask the students if anyone borrowed the balance. If no one admits to borrowing the balance, we would explain how the balance is an important part of the class, and it might cause the class to not participate in different labs. We would then tell the students that if they find the balance to please return it to our mailbox, no questions asked!
d. Describe how you anticipate your action(s) will affect the situation.
If a student stole the balance then maybe they will return it, or someone that witnessed it being taken will report it to the teacher.
Solution Consequences
Before you act to address a classroom situation, you have to anticipate possible consequences of your actions.
Use this section to spell out some of these effects:
a. How will you action be perceived by your students?
Fair, the teacher is not accusing the students of stealing, and you aren't asking students to betray their friends.
b. How will your action affect the learning climate in your classroom?
It might detract from labs, but it shouldn't have too big of an impact. It might change our attitude towards the students.
c. What might your students learn from your action? (Be sure to note both positive and negative lessons.)
They might learn not to steal, and that their actions affect more than just themselves.
d. How will your students' parents react to their child's account of your action? (Remember that they will put their own "spin" on what you do.) This seems fair, and I don't expect any negative parent reaction because no students were accused of stealing the balance.
e. How will your administrator(s) react to your action?
The administrators might want us to file a police report.